230
Table 7.2.4: 8th graders’ affective attitudes towards mathematics learning promoted by
Teacher explanation and Group discussion varying according to their attribution styles of
failure in mathematics learning
Teacher |
Enjoyment |
Motivation__________ |
Sense of security |
Senseofprogress |
Deployment | ||||||||||
_N__ |
M__ |
SD |
N |
M__ |
SD |
N___ |
M__ |
SD |
_N___ |
M__ |
SD |
N___ |
M__ |
SD | |
Lack of ability |
88 |
3.22 |
1.32 |
87 |
2.71 |
1.37 |
87 |
3.05 |
1,39 |
87 |
3.60 |
1.26 |
87 |
3.85 |
1.17 |
Lack of effort |
487 |
3.35 |
1.22 |
485 |
3.22 |
1.21 |
482 |
3.41 |
1.20 |
482 |
3.82 |
1.06 |
485 |
3.93 |
1.05 |
Lack of luck |
16 |
3.50 |
1.21 |
16 |
3.56 |
1.26 |
16 |
3.44 |
1.03 |
16 |
4.00 |
1.16 |
16 |
3.69 |
1.20 |
Lack of support |
55 |
2.65 |
1.42 |
54 |
2.48 |
1.30 |
55 |
2.93 |
1.41 |
55 |
3.07 |
1.29 |
55 |
3.73 |
1.06 |
Lack of home |
24 |
^W |
1.31 |
24 |
3.17 |
~T37^^ |
24 |
3.38 |
1.31 |
~1Γ |
^3√Γ |
1.08 |
24 |
3.96 |
-96^^ |
Task difficulty |
~58~ |
1.28 |
58 |
3.28 |
~125~ |
58 |
3.36 |
^τL29- |
58 |
3.93 |
1.01 |
58 |
3.64 |
^TlΓ | |
ANOVA_______ |
F=1.512, p<1.0 |
F=2.293, p<. 01 |
F=1257, p<1.0 |
F=2.470, p<. 01 |
F=1,277, p<.5 |
Group |
Enjoyment_________ |
Motivation___________ |
Sense of security |
Sense of progress |
Deployment_______ | ||||||||||
_N___ |
M__ |
SD |
N___ |
M |
SD |
N___ |
M__ |
SD |
N___ |
M__ |
SD |
N___ |
M__ |
SD | |
Lack of ability |
88 |
2.72 |
1.39 |
87 |
2.83 |
1.46 |
87 |
2.67 |
1.44 |
87 |
2.53 |
1.27 |
87 |
1.51 |
.79 |
Lack of effort |
487 |
2.72 |
1.29 |
484 |
2.69 |
1.24 |
480 |
2.60 |
1.21 |
482 |
2.72 |
1.19 |
482 |
1.56 |
.75 |
Lack of luck_______ |
16 |
2.63 |
1.26 |
16 |
2.44 |
1.41 |
16 |
2.25 |
1.13 |
16 |
2.50 |
1.16 |
16 |
1.44 |
.73 |
Lack of support |
55 |
2.55 |
1.39 |
55 |
2.55 |
1.36 |
55 |
2.31 |
1.25 |
55 |
2.11 |
1.29 |
55 |
1.35 |
.70 |
Lack of home |
24 |
3.08 |
1.35 |
24 |
^27Γ |
1.20 |
24 |
2.88 |
1/19 |
~24^" |
2.79 |
-98^ |
23 |
1.70 |
.64 |
Task difficulty |
58 |
2.67 |
1.47 |
58 |
2.71 |
1.21 |
58 |
2.53 |
1.05 |
58 |
2.48 |
1.06 |
58 |
1.47 |
.68 |
ANOVA_______ |
F=1.092, p<. 5 |
F=.775, p<1.0 |
F=1.327, p<. 5 |
F=2.039, p<. 01 |
F=1.297, p<.5 |
Teachers’ perception
Teachers were asked to explain in an open question on the questionnaire why they
thought some of their pupils succeeded in learning mathematics and others failed to do
so. Space was given for teachers to explain the attributions of their pupils’ being good or
poor at mathematics separately. However, many teachers presented closely related
views regarding the attributions of pupils’ success and failure in mathematics learning.
Teachers perceived that pupils failing in mathematics learning lacked certain
characteristics, which pupils succeeding had. Teachers’ attributions for pupils’ being
good at mathematics were broadly divided into four categories: Effort, Ability, Interest,
and Competencies.
• Effort indicated pupils’ positive attitudes towards learning mathematics such as
concentration on learning and perseverance. Many teachers whose response was
categorised into this group used the word ‘effort’ or ‘continuous effort’.
• Ability indicated pupils’ natural innate abilities. Teachers wrote, for example,
‘Heredity’, ‘Nature’, ‘Native sense’ here.
• Interest indicated pupils’ high interest in learning mathematics. Examples included
‘Fond of learning mathematics’, and ‘High interest in mathematics’.
230
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